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Comparing the effectiveness of exergaming and physical activity on the off-task behaviour of students with autism
Author
Ng, Lim Guan
Supervisor
Goh, Ailsa Ee Ping
Abstract
Stereotypical and repetitive behaviour is commonly observed in students with autism in the classroom setting; this translates to off-task behaviour that impede the students’ ability to learn. The use of physical activity has shown promise as a viable intervention tool for students with autism in reducing their off-task behaviour. In addition, exergaming, a combination of video gaming and physical activity, is likely to exert the same kind of positive effect on the behaviour of students with autism.
This study investigated the effectiveness of exergaming, in comparison to physical activity, in reducing off-task behaviour exhibited by students with autism in the classroom. An alternating treatment design was utilised in this study. The participants were three primary-aged students, between seven to nine years old, with autism, currently enrolled in a special school in Singapore, who exhibited varying levels of off-task behaviour in the classroom during their work time. An alternating treatment design was used in this study and it was found that exergaming and physical activity were effective in reducing off-task behaviour in two of the three participants, with a mean decrease in off-task behaviour ranging from 26.5% to 51.5%. Six class teachers of the participating students expressed acceptance of exergaming as an intervention tool for their students as measured by the Intervention Rating Profile (IRP) instrument. The outcomes and implications of the findings, and suggestions for further research, were discussed.
This study investigated the effectiveness of exergaming, in comparison to physical activity, in reducing off-task behaviour exhibited by students with autism in the classroom. An alternating treatment design was utilised in this study. The participants were three primary-aged students, between seven to nine years old, with autism, currently enrolled in a special school in Singapore, who exhibited varying levels of off-task behaviour in the classroom during their work time. An alternating treatment design was used in this study and it was found that exergaming and physical activity were effective in reducing off-task behaviour in two of the three participants, with a mean decrease in off-task behaviour ranging from 26.5% to 51.5%. Six class teachers of the participating students expressed acceptance of exergaming as an intervention tool for their students as measured by the Intervention Rating Profile (IRP) instrument. The outcomes and implications of the findings, and suggestions for further research, were discussed.
Date Issued
2019
Call Number
LC4717 Ng